Educational Technologyhttp://people.uis.edu/rschr1/et
Educational Technology ~ Ray Schroeder, editor ~ University of Illinois at SpringfieldSat, 25 May 2019 00:40:59 +0000en-UShourly1https://wordpress.org/?v=4.8.1uis/edtechhttps://feedburner.google.comThis is an XML content feed. It is intended to be viewed in a newsreader or syndicated to another site.How one middle school is closing the technology achievement gaphttp://feedproxy.google.com/~r/uis/edtech/~3/V-CJs7rAqV4/
Sat, 25 May 2019 00:40:59 +0000http://people.uis.edu/rschr1/et/?p=51434BY ELLEN ULLMAN, eSchool News
A Q&A with Mashea Ashton, the founder/CEO of a D.C. charter middle school that’s bridging the racial achievement gap in tech. There’s a widening technology achievement gap for minorities, despite blacks and Hispanics having more interest in learning computer science. So why is the field so dominated by whites? School News recently spoke with Mashea Ashton, who founded Washington, D.C.’s first computer science middle school last year in a struggling, historically black community to help bridge the technology achievement gap. Today, 99 percent of the students at Digital Pioneers Academy (DPA) are on a free lunch program. Ashton, who previously worked with Senator Cory Booker to create more educational options in Newark, N.J., talked about how innovative educators can help solve the racial achievement gap.

I am updating my workshop on how technology can be used to promote reading—the only foolproof means of both improving reading proficiency and developing a lifelong love of reading in every student. This list started with “The last of the book-only librarians” column from back in 2011.

As concerns about outsourcing ring out across online education, several institutions have carved out niches by developing in-house capacity that resembles OPM functions. Each one looks slightly different, but the common threads include a centralized office that partners with member schools in a single institution or campuses in a system; in-house development of key services including marketing, recruitment, student support and instructional design; and minimal, if any, outsourcing to for-profit companies. Growing an online program portfolio requires a fair amount of trial and error and likely some missteps along the way. “Inside Digital Learning” talked to leaders of a handful of internally managed online initiatives to get a sense of how they work and what they can accomplish.

Share on Facebook]]>http://people.uis.edu/rschr1/et/?p=51414What Adults With Certificates But No College Degree Say About Their Job Experienceshttp://feedproxy.google.com/~r/uis/edtech/~3/0ZWYKe1rJJ4/
Fri, 24 May 2019 00:40:37 +0000http://people.uis.edu/rschr1/et/?p=51404By Jeffrey R. Young, EdSurge

American adults who never completed college but who’ve earned a professional certificate are more likely to be employed and earn more than those without such certifications, according to a new analysis of Gallup polling data. Those with no degree but a certificate reported a median annual income of $45,000, compared to $30,000 for those with no degree and no certificate. But the amount of the boost varies widely by profession, and it is more pronounced for men than for women.

Artificial intelligence that reads journal articles and highlights key findings could help researchers stay on top of the latest research. But the technology isn’t ready for prime time. Using a form of artificial intelligence called a neural network, scientists at MIT and the Qatar Computing Research Institute at Hamad Bin Khalifa University have created technology that can read scientific papers and generate easy-to-read summaries that are just one or two sentences long. The research, recently published in the journal Transactions of the Association for Computational Linguistics, could potentially be used by journalists to help communicate complex research to the public, though the authors say they aren’t going to be putting journalists out of a job any time soon. (Phew.)

Here’s what I think is the biggest problem with AI in today’s world: We just don’t have enough people who are educated on how it works and how to leverage it. I think we’re staring right into the face of a looming skills gap. Global spending on AI is rising with no signs of slowing down — IDC estimates that organizations will invest $35.8 billion in AI systems this year. That’s an increase of 44% from 2018. With all the fanfare, it’s easy to get lost in the noise and excitement — and with all of the vendors out there touting their various AI-based solutions, it’s also easy to get confused about which is which and what does what.

A new report from the National Center for Educational Statistics digs into the trends in technology and engineering literacy for eighth graders over a four-year period. When it comes to the TEL assessment, it evaluates students in three practice areas: understanding technological principles, developing solutions and achieving goals, and communicating and collaborating. Scores increased by at least 2 points in all practice areas in 2018. Girls scored higher than boys across all three practice areas, but the TEL findings showed that girls take less technology and engineering classes in school compared to boys.

The potential of LMS analytics is only as valuable as how capably an institution is using the system and analyzing results. In this first episode, we discuss the ways in which LMS data can be best used to improve outcomes for students, teachers and institutions, giving you an overview of where LMS usage stands and how they are perceived.

https://www.educationdive.com/news/podcast-higher-edvolution/549378/

Share on Facebook]]>http://people.uis.edu/rschr1/et/?p=51354Best-paying programming languages, skills: Here are the top earnershttp://feedproxy.google.com/~r/uis/edtech/~3/MX_z5mKQc2M/
Thu, 23 May 2019 00:33:39 +0000http://people.uis.edu/rschr1/et/?p=51344Liam Tung, ZDNet
Wages growth for tech workers was flat last year, but pay for some roles and skills has been growing much faster. Wages growth for tech jobs in the US was stagnant in 2018, rising just 0.6 percent from 2017 to an average of $93,244 for the year, accord to Dice’s 2019 tech salary report. Average tech wages haven’t increased since 2015, when the average was actually higher than today at $93,328, according to Dice’s data, and that’s despite historically low levels of unemployment in the sector. However, there are a few specialized skills and roles that have seen higher than average growth, which could motivate some into making a career pivot.

Share on Facebook]]>http://people.uis.edu/rschr1/et/?p=51344How to decide if a data science degree is worth it, and choose the right programhttp://feedproxy.google.com/~r/uis/edtech/~3/S1jU5e9qnlc/
Thu, 23 May 2019 00:29:23 +0000http://people.uis.edu/rschr1/et/?p=51334By Alison DeNisco Rayome, ZDNet

“Data science is something that is not just a temporary blip, but something that is going to be needed a lot and for a long time,” said Andrea Danyluk, a professor of computer science at Williams College and co-chair of the Association for Computing Machinery’s taskforce on data science. “Colleges and universities are beginning to understand the need for data scientists, and are beginning to develop programs.”